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Assessment for Learning: Five Key Elements

An overview of the elements that constitute AFL with theoretical support and practical application
by

Genevieve Field

on 1 February 2015

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Transcript of Assessment for Learning: Five Key Elements

So how do we avoid this?
What are the tangible elements of AFL?
So what exactly is
Assessment for Learning?
PROMOTE
student learning.
Questions
Success Criteria
Self & Peer
An Example...
Before we start
let's remind ourselves,
Assessment
for
Learning
is not
Assessment
of
Learning
Objectives
Formative Feedback
clear statements of what students are expected to learn and be able to do.
Share them,
Clarify
them,
Keep bringing the
focus
back during the lesson.
Tangible
Context/Rationale
Exit Cards
Personalised Objectives
Today we are learning how to draw houses.

All: basic features

Most: external features

Some: decorative features
So how can we
randomise
the process to avoid this?
Pose
Pause
Pounce
Bounce
People perform better when they know the goal and see
models
.
Rick Stiggins
Students of all abilities need a clear understanding of the criteria by which their work will be assessed.
Qualitative
feedback given to the learner about:
What’s next.
What’s not working,
What is working,
According to Hattie's research,
self assessment
and
self grading
has the largest impact on student attainment being rated
1st
out of 138.
Hattie, 2009
Assessment
Learning
Assessment of Learning
Summative and Final
Focused on numbers, data and marks
Goal is to MEASURE learning that has already happened
Serves as an evaluation that discounts further learning
Resources
“Rethinking Classroom Assessment with Purpose in Mind” (Western and Northern Canadian Protocol, 2006) (http://www.wncp.ca/media/40539/rethink.pdf)


BCELC web series featuring Faye Brownlie

BC Ministry of Education: Classroom Assessment and Student Reporting

Performance Standards

IRPs
Anne Davies ( )
“Talk About Assessment: Strategies and Tools to Improve Learning”, Damian Cooper, 2007, Nelson
Learning About Learning video series. Learning and Teaching Scotland,
Assessment is for Learning (AifL). Learning and Teaching Scotland,

Learning About Learning (Assessment) Staff Development materials (PowerPoint and Facilitator's Guide to use with staff)


Wordle ( )
Prezi ( ) (Prezi template acknowledgement to Adam Somlai-Fischer )
Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Hattie, John (Routledge, 2009) ISBN: 978-0-415-47618-8
(http://bcelc.insinc.com/webcastseries/20080416/archive.html)
(http://www.bced.gov.bc.ca/classroom_assessment/)
(http://www.bced.gov.bc.ca/perf_stands/)
(http://www.bced.gov.bc.ca/irp/irp.htm)
http://www.annedavies.com
http://www.ltscotland.org.uk/learningaboutlearning/index.asp
http://www.ltscotland.org.uk/assess/index.asp
http://www.ltscotland.org.uk/learningaboutlearning/assessment/staffDef.asp
http://www.prezi.com
http://www.wordle.net
http://www.edu.gov.mb.ca/m12/frpub/me/docs/repenser_eval/docs/document_complet.pdf
Teaching
Learning
Evaluation AU SERVICE DE l'apprentissage
Evaluation EN TANT QU'apprentissage
Evaluation DE l'apprentissage
www.Wordle.net
creates a "word cloud" of pasted text.
"What I did this weekend."
Data
Next Steps
Narrative Vocab

But according to Professor Dylan Wiliam, "
Only a quarter of pupils consistently put their hands up...
They can't wait to take part, while others switch off completely."
35-50% of lesson time,
100 questions per hour,
300-400 questions per day.
Hattie, 2009.
Descriptive
Feedback is "among the most powerful influences on achievement" ranked 5th (of 138).
Hattie, 2009
BUT...
For
Word frequency of "Rethinking Classroom Assessment with Purpose in Mind", WNCP, 2006
Before we begin...
let's clarify a couple key terms
Specifically, she included a task where they looked at more descriptive synonyms for "went".
What if pilots flew planes like some teachers assess students?
New York
to
London
North East
8 hours
1.
2.
3.
4.
5.
In 2009, Professor John
Hattie
completed a study ranking
the 138 most
common practices

in the classroom
and their influence on
student attainment
.
In doing this study he also discovered that in a lecture,
students only learn in the
first eight (8) minutes

and can only recall
three (3) things
.
Although it is an important part, it is not only about informing teachers about
how a student is doing
...
It is also about informing the teacher about
what adjustments they
need to make
to help that student learn.
Size = Frequency
journeyed
arrived
walked
traveled
sprinted
wandered
inched
AFL
check instruments
adjustments for
headwinds
tailwinds
I know I taught them that?!
Teacher clarity and explanation of intentions ranked as the
8th
(of 138) most important contributor to learning
Hattie, 2009
How can we win if we aren't shown what to do first?
Show exemplars
Student Speak
Quiz them
Included in Instructions
...we need to be careful what this "feedback" looks like. It needs to be a medical,
not an post mortem.
What is the
result
of this information?

Can you
act
there and then?
Demonstrate knowledge of success criteria,
Become reflective learners,
Builds confidence when they see improvement.
Assessment
The Assessment must be structured,
Your expectations must be clear,
Don't always take their word for it,
Doesn't replace teacher Marking
Represent AFL in a picture.
What are the key elements?
What could represent these?
Cold
Calling
Full transcript